Can you hear us? A new model of East Asian students' authorial voice: A multilingual perspective

考虑到英国高等教育目前的教育移民背景，多语种学生经常被强烈鼓励适应英语学术环境，并为母语人士设定的写作惯例和实践制定蓝图。这种传统的方法将某些多语种学生的语言和识字实践置于危险之中，同时可能造成差异、排斥和社会不公正。因此，在多语种学生的学术写作中，对作者声音的包容性概念是确保所有学生的社会正义的最基本关切之一。作者声音是学术写作中最具决定性的成功结构，有助于作者确立其论点和学术贡献的价值。然而，作者的声音仍然是一个极具争议的概念，这影响了试图代表它的现有模型的构建。为了解决这一问题，本研究旨在为当代文学贡献一种新的模式，将学生的作者声音概念化，并考虑到多语言学生的话语资源。换句话说，这个项目将导致对学术实践概念化的首次实证性调查，而不是将母语人士的实践作为学术写作的标准。为了实现上述目标，我试图提高学术界对多语种学生如何运用他们的话语资源的关注，从而推动采用一种新的、更具包容性的学术写作评估和教育方法。这项研究意义重大，因为它代表了英国较少代表的学生群体。因此，该项目将支持国际学生在英国以英语为母语的大学更好地认可他们的成功，从而带来更多样化的学术环境。

Given the current education-migration context of UK higher education, multilingual students are often strongly encouraged to adapt to the Anglophone academic environments with blueprints for writing conventions and practices set by native speakers. This traditional approach puts certain multilingual students' language and literacy practices at stake while potentially creating differences, exclusion and social injustices. Hence, an inclusive conceptualisation of authorial voice in multilingual students' academic writing is amongst the most fundamental concerns to ensure social justice for all students.Authorial voice is a most determining construct of success in academic writing that helps writers establish the value of their arguments and scholarly contributions. However, authorial voice remains a highly contested concept, which influences the construction of existing models attempting to represent it. To address this, the proposed research aims to contribute to the contemporary literature a new model conceptualising students' authorial voice that takes multilingual students' discursive resources into consideration. In other words, this project will result in the first empirical investigation of an academic practice conceptualisation that moves away from employing native speakers' practices as yardsticks in academic writing.In achieving the goals mentioned above, I seek to raise academic attention towards how multilingual students deploy their discursive resources, hence driving the adoption of a new and more inclusive academic writing assessment and education approach. This research is significant because it speaks for a less-represented group of students in the UK. Consequently, this project would support international students to be better recognised in UK anglophone universities for their success, thus leading to a more diverse academic environment.